THE NEED FOR AUTISM
SUPPORT GROUPS
By
Claudia
Padilla
AUTISM CATEGORIES
 There are five ASD disorders
 Autism- the child distributes problems with social skills,
language, repetitive and restricted behaviors
 Asperger syndrome- is a form of high-functioning autism in
which they may display good language skills but have trouble
being around others and possible other behavioral problems
 PPD-NOS (pervasive development disorder not otherwise
specified); this is a general diagnosis given to a child when they
do not meet all specific criteria of autism or Asperger syndrome
but have some similar symptoms ,
 Rett syndrome- is a very rare disorder that only affects girls in
which autistic-like symptoms begin 6 to 18 months after birth
 Childhood disintegrative disorder- is a rare disorder in which a
child develops normally but then around the age of 3 or 4 begin
to show autistic-like symptoms (Clinical Reference
Symptoms,2010).
WHAT IS AUTISM
 The word “autism” comes from the Greek word “autos” which
means “self” which now the word autism is used to describe a
person who is removed from social interactions, an isolated
self (WebMD).
 Autism is an impaired or abnormal development in social
interactions and communication (American Psychiatric
Association, 2000).
 Autism is a disorder in which a person has problems with
language, social skills, and may display repetitive, restricted
behaviors (Clinical Reference Systems, 2010).
COMMON AUTISM CHARACTERISTICS
 Social skills- they may resist to being held or cuddled, may be
withdrawn or fail to form relationships, may avoid eye -to-eye
contact, may prefer to play alone (Clinical Reference Systems,
2010).
 Language and imitation- usually has delayed in speaking than
children of same age, cannot understand or copy speech or
gestures, abnormal in speech by pitch, rate, tone or rhythm,
speech will be immature and unimaginative, make up words
or echo what someone else says, unable to engage in fantasy
or imaginative play such as storytelling or role playing (2010).
COMMON AUTISM CHARACTERISTICS CON’T
 Behavior, activities, and interests - develop strong habits and
compulsive behaviors, lining up cars or stacking blocks,
dif ficultly to changes in routine, obsessed with one topic or
idea, attachment to unusual objects like a car door, walk on
tiptoes or flicks or twiddle fingers for long periods, head
banging, rocking, staring, sudden screaming spells, and
possible seizures (2010).
 Sensory problems- problem with senses, sensitive to sounds,
textures, tastes, smells, feeling of clothes on skin unbearable,
will cover ears to loud sounds (2010).
AUTISM PREVALENCE
- Autism has had a 600% increase in the last 10 years (Van de
Water, 2012).
- Autism diagnosis rates have been climbing steadily since the
1970’s
- in 1975 autism diagnosis rates were 1 in 5,000
- in 1995 rates were 1 in 500
- in 2001 autism rates were 1in 250
- in 2009 rates were 1 in 110
- and now in 2012 autism diagnosis rates are 1 in every 88 (Van
de Water, 2012).
- The number of people being diagnosed with autism has
surpassed other major chronic conditions such as Multiple
sclerosis, Crohn’s disease, Type 1 diabetes, and Asthma (Van de
Water, 2012).
COMMON ISSUES OF FAMILY MEMBERS
 There are many emotions that go through parents when they
hear that their child has been diagnosed with autism such as
feelings of anger, fear, guilt and other dif ficult emotions
(Clinical Reference Systems, 2010).
 Having children with autism causes stress on the entire family
by putting tension not only on sibling relationships, marriage,
but on finances as well (2010).
 According to a study done by Rivers & Stoneman (2003) they
found that when marital stress was high, typically developing
siblings reported more negative behaviors and less
satisfaction directed towards their sibling with autism.
COMMON ISSUES OF FAMILY MEMBERS
CON’T
 A study performed by Kaminsky & Dewey (2001) found that
there were low levels of intimacy and social behaviors
between siblings of families who had children with autism.
 Beyer (2009) stated that it is very dif ficult for typically
developed siblings to have a “normal” sibling relationship
when their brother or sister has autism because of the
cognitive limitations, social and behavioral challenges
involved with autism.
COMMON ISSUES OF FAMILY
MEMBERS CON’T
 Siblings of children with autism whether they are older or
younger tend to become their siblings second parent by taking
care and disciplining them (Beyer, 2009 ).
 Parents tend to put added stress and pressure on the
typically developed children to assist them with their child
who has autism, which then can lead to negative relationships
between the siblings (Beyer, 2009).
 Beyer (2009) mentioned that typically developed siblings tend
to report having feelings of resentment due to their sibling
with autism getting all the family’s special attention and
allowed to display what would be considered inappropriate
behaviors by other family members.
COMMON ISSUES OF FAMILY MEMBERS
CON’T
 Hillman (2007) stated that the presence of autism changes
the structure of the family, as well as increasing the family’s
risk for stress and depression.
 Hillman (2007) stated that previous studies reported parents
of children with autism had higher stress levels than parents
of children with mental retardation, cerebral palsy, and Down
syndrome.
 When examining marital rates among parents of children with
disabilities compared to those with typical developing
children the marital rates are lower and the divorce rates are
higher (2007).
 Gray (1993) results found that mothers tend to feel more
stigmatized by their child’s autism disorder than fathers.
QUESTIONS, COMMENTS OR CONCERNS?
THE END